# PWR-107 — Procedural learning: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 24 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Four practice sets of three cards labelled A, B and C; One paper clip, blank label and OUT tray per attempt; A six-step procedure card and separate answer key; Timer and error sheet for order, alignment, clip, label, placement and prompts Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Procedural learning is acquiring and retaining a sequence of actions in a declared context. This lesson uses a harmless paper-packet task: inspect three cards, put them in a fixed order, align them, clip them, add a label and place the packet in a tray. The learner studies a six-step card, watches one correct model, practises slowly with feedback after each attempt, spaces attempts, then tests the sequence after a delay and with a new card set. Speed is never allowed to hide an omitted or reordered step. Target outcome: The learner completes the six-step packet procedure twice accurately after a delay, then completes it with a new set of cards while errors, time and prompts are recorded. ### Authority and setup conditions - Keep the task consequence-free; cards contain no personal or real business information. - Lay out materials in the same positions for acquisition trials. - Define each valid step and the error code before timing. - Plan a 10-minute delayed test and a different-colour near-transfer set. ### Required or supplied materials - Four practice sets of three cards labelled A, B and C - One paper clip, blank label and OUT tray per attempt - A six-step procedure card and separate answer key - Timer and error sheet for order, alignment, clip, label, placement and prompts ## 1. Read the whole sequence Read: inspect A/B/C; stack A-B-C; align edges; clip top-left; label PACKED; place in OUT. Point to each material. Why: A mental map reduces random trial-and-error. Success check: The learner can name all six steps in order. Accessible alternative: Complete the same research action — “Read: inspect A/B/C; stack A-B-C; align edges; clip top-left; label PACKED; place in OUT. Point to each material.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The learner can name all six steps in order.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Watch one correct model Observe one slow demonstration while matching each action to the step card; do not copy a completed packet without seeing order. Why: A model links written steps to movements. Success check: The learner identifies the current step during the demonstration. Accessible alternative: A supported, seated, reduced-range or slower version of “Observe one slow demonstration while matching each action to the step card; do not copy a completed packet without seeing order.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The learner identifies the current step during the demonstration.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Perform slowly with the card Complete one packet while looking at the step card as needed. Say each step before doing it. Why: Early accuracy builds the intended procedure. Success check: Every step is correct even if time is long. Accessible alternative: A supported, seated, reduced-range or slower version of “Complete one packet while looking at the step card as needed. Say each step before doing it.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Every step is correct even if time is long.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Use immediate specific feedback Compare with the answer key and mark omitted, reordered, placement or execution errors. Re-do only the incorrect link once. Why: Named correction is more useful than 'try again'. Success check: The learner states the exact error and corrected action. Accessible alternative: Complete the same research action — “Compare with the answer key and mark omitted, reordered, placement or execution errors. Re-do only the incorrect link once.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The learner states the exact error and corrected action.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Repeat with reduced prompts After two minutes, assemble a fresh packet; consult the card only after pausing to recall the next step. Why: Spacing and retrieval strengthen sequence access. Success check: Prompt count falls without a new error. Accessible alternative: A supported, seated, reduced-range or slower version of “After two minutes, assemble a fresh packet; consult the card only after pausing to recall the next step.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Prompt count falls without a new error.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Test after a delay Leave the table for a neutral 10-minute break, then complete one packet without viewing the card; use it only after a recorded prompt request. Why: Delayed performance tests retention rather than immediate imitation. Success check: Accuracy, time and prompts are recorded independently. Accessible alternative: Complete the same research action — “Leave the table for a neutral 10-minute break, then complete one packet without viewing the card; use it only after a recorded prompt request.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Accuracy, time and prompts are recorded independently.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Test near transfer Use a new-colour A/B/C set with the same six rules and table layout. Do not call it transfer if labels or rule change. Why: A surface change tests whether the method, not a memorised card set, transfers. Success check: The new set is completed under the same scoring rule. Accessible alternative: Complete “Use a new-colour A/B/C set with the same six rules and table layout. Do not call it transfer if labels or rule change.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The new set is completed under the same scoring rule.” Use larger cards, an adaptive clip or a scribe for labels and record the tool/support. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.